29/11/2012- Quality Assurance of e-content- Indian Perspective, a presentation by Dr. Sanjaya Mishra in Workshop on Instructional Design for e content Development during the session on Benchmarking, standards and quality assurance of e-content: UK and Indian perspective and the workshop is organised by IGNOU and British Council.

1. Commonwealth Educational
Media Centre for Asia
Quality Assurance of
e-Content
Indian Perspective
by Sanjaya Mishra

2. The Context
 Enabling Environment
 eLearning Scenario
 Quality Assurance Mechanisms
 Education and Training Opportunities

3. Enabling Environment
 National IT Task-Force Recommendation
(1998)
 National Mission on Education through ICT
(2009)

4. eLearning Scenario
 NetVarsity, 1996
 IGNOU, 1999
 Tamil Virtual
University, 2000
 IIM, Bangalore 2002/3
 NPTEL, 2007
 NMEICT, 2009
NO specific data available on overall eLearning
scenario, including nature of courses, students
enrolment, gender profile of students, access issues, etc.

5. R & D for Online Learning
Instructional design model for Web
environment
A generic model of ID – ERIC that
can be applied to online learning

6. IGNOU as a Capacity Builder
 Online programme on
eLearning
 Intensive with F2F
component for skill
training
 Covers instructional
design theory and
practice
 Total online course
development experience,
with mentoring
 OER-based content
reviewed by experts

7. QA Agencies: Need for NCHER
 ODL – DEC?
 Teacher Education –
NCTE?
 Engineering Education –
AICTE
 Medical Education – IMC
 Agriculture Education –
ICAR-NAB
 Higher Education – NAAC

8. eLearning Quality
 Who is responsible to monitor quality?
 Should quality measure be different for
different modes of learning?
 Can learning quality be same irrespective of
the mode?
 Should we prescribe presentation formats for
eLearning?

9. Content Vs Engagement
 Content is King  Engagement is Key
 Content is only part  Designing
of the ID process engagement within
 We can have and outside the
guidelines for good content is important
content design  Learning outcomes
and process quality
need focus

10. Guidelines for Content Quality
 Quality as fitness for
purpose and quality
as continuous
improvement
 Follows the ADDIE
process to identify
criteria and
descriptors to assess
quality

11. QA of Online Programmes
 Follow standards: technical standards,
quality standards
 Set Benchmarks, indicators and
descriptors: for content, instructional
design, student assessment, technology,
learner support
 Assure Quality processes: Internal quality
assurance through self-regulation and
capacity building

12. THANK YOU